What is TPACK?

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What is TPACK?


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Source: 2009, ISTE - International Society for Technology in Education,www.iste.org (schickh)



  • TPCK is the framework for 21st century teaching both in the contemporary educational setting and the classroom of the future. We witness the coming together of a.) the traditional principles pedagogy; b.) competence in the subject matter content to be taught, coupled with b.) a deep understanding of technologies that find application in education. The word that comes to my mind is synergy, in that the three principle components interact in mutual influence such that a dynamic a learning environment can result. There exists a mandate of sorts for new teachers to embrace the current paradigm and acquire the necessary skills to incorporate applicable technologies into lesson planning. This holds true for experienced educators as well, who must typically make the added commitment and expend the extra effort to upgrade skills (i.e., professional development) in order to better exploit new technological resources and opportunities. I appreciated the way that one contributor likened this to increasing one's "Technology footprint." Certainly, we as a society are well beyond the stage of calling upon innovative technologies simply because they become available or practical. It is incumbent upon modern educators to understand how a technology can best be used as a teaching strategy in addition to mastering the subject matter content and possessing the knowledge of how students learn. (martinai)

  • TPCK (or TPACK) is knowing how to use a specific technology to teach specific content in a specific way. It’s important to understand that technology, how you teach, and what you teach all need to be balanced in order to get the best learning outcome. (kschelosky)

  • In EDT 510 I learned that many times, teachers choose to use a particular technology because it is there and available. However, this technology may not always be the best tool to use for whatever activity the teacher is conducting. One of the articles focused on how it is important to always choose your activity type first, followed by the technology. It took a while to change my thinking on this, but it makes sense.You have to take the time to think about your learners, and how they learn best, what you want to teach them, how you want to teach them, then finally you can think about what technology you want to use. The article is called Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development by Judi Harris & Mark Hofer. The article provides you with a list of possible activity types and technologies that can be used. (kschelosky)

  • TPACK is the central idea of how technology, content knowledge, and pedagogy work together in a complex way to support good teaching. The philosophy of TPACK focuses on how these three domains of knowledge (technology, content, and pedagogy) interact with each other to enhance learning. Often this idea can be expressed in a Venn diagram, like the one on the home page. There are, also, three sub-domains within TPACK. They are TC (technology and content) knowledge, TP (technology and pedagogical) knowledge, and PC (pedagogical and content) knowledge. TC is study of how technology and content knowledge need to be blended together in the classroom. A teacher should not use a piece of technology simply because they like it. The technology needs to support the content. TP describes how technology can be used in the classroom to enhance how a teacher teaches students. PC is the idea that teachers need to understand the content they are teaching as well as knowing how to teach the content. For example, just because someone knows how to do a calculus problem, does not mean they know how to teach someone else how to do that calculus problem. A teacher needs to know how to do both. A teacher needs to understand how each of these domains and sub-domains interact with each other, which is the basis of TPACK, to fully understand how to use technology to enhance the learning that takes place in the classroom. (smiller)

  • TPCK is knowing what technology works best with your content and pedagogy, then applying this knowledge to use technology, content and pedagogy to transform student learning. TPCK is so important today because today's students are digital natives that often cannot be reached through traditional methods. Today's learners are used to having information at their fingertips, and responses to their most pressing questions in a blink of the eye. Lessons designed with TPCK in mind will motivate and engage learners. An example of this in Spanish is having students use a blog for a number of communicative purposes like introducing themselves, or describing people and things. Students are more likely to put their best foot forward when their work is being published. Technology is enhancing the overall learning process, it does not act as the curriculum. (ccluesma)

  • TPCK is a combination of technology, pedagogy, and knowledge. It means that as the teacher you are using appropriate technology with your teaching strategies and it makes sense with the content that you are teaching. It is having a strong knowledge of the most effective teaching strategies for students and then having knowledge of a technology that meshes with your teaching strategies and the content being taught. (sbaldwin)

  • TPACK is the combination of technological, pedagogical, and content knowledge. In order for instructors to reach their full potential as great teachers and effective communicators of information and experiences for learners, they must use all three in their classroom. Instructors must have proficient content knowledge in order to teach what they know. They must have pedagogical knowledge so that they can share what they know with their students. Finally, instructors must have technological knowledge so that they can relate to their learners and so that they can be aware of the best and newest tools for teaching. Teachers need to develop a willingness to play with technologies and an openness to building new experiences for students so that fun, cool tools can be educational. (schickh)

  • Teachers with Technological Pedagogical Content Knowledge (TPCK) are able to use their understanding of instructional practices to integrate technology with the content they teach. (awitherspoon)

  • Teachers with TPCK are able to access the students prior knowledge and build on that prior knowledge to give students a better understanding of content using technology. Teachers get a better understanding of the content as well.

  • Technological Pedagogical Content Knowledge (TPCK) is the interdependency of content, pedagogy and technology when the aim is effective delivery of instruction through the use of technology (fsalemassi).

  • Technological Pedagogical Content Knowledge is knowing how technology can help in all aspects of teaching. It’s merging what the teacher knows about the subject matter and with the everyday running of a classroom and how technology can help. It is extremely important that all teachers have the background knowledge about TPACK. Too many times I see teachers trying to use the wrong type of a technology for a certain task and it ends up making the lesson more confusing or the lesson not work at all. (aantioch)

  • TPACK is the interaction between the three main domains of knowledge: content, pedagogy, and technology. To be an effective teacher, one must use all of these domains in combination to teach to the 21 century learners that come to today's classrooms. For many teachers, knowing which technology to use is the hardest part of the TPACK model. (rguering)


Technological Content Knowledge


  • Technological content knowledge is knowing how to merge the content that you are trying to teach with current technology. Teachers need to know their subject matter as well as how technology can aid in teaching that subject matter. (aantioch)

  • Technological content knowledge is knowledge about the manner in which Technology Knowledge (TK) and content knowledge (CK) are related. Below is an example that I read that really helped me understand the concept: (schickh)“… consider Geometer’s Sketchpad as a tool for teaching geometry. This allows students to play with shapes and form, making it easier to construct standard geometry proofs. In this regard, the software program merely emulates what was done earlier when learning geometry. However, the computer program does more than that. By allowing students to “play” with geometrical constructions, it also changes the nature of learning geometry itself – proofs by construction are a form of representation in mathematics that was not available prior to this technology. Similar arguments can be made for a range of other software products.” www.tpack.org

  • It has been said that necessity is the mother of invention. So often throughout history new technologies have arisen due to a specific societal need, or during active research in pursuit of a solution to a problem and in order to build knowledge. We think of new technologies in terms of something invented (i.e., telegraph, telephone, television, etc.). As these innovations become available and widely adopted we gain understanding of their utility as we incorporate them into our daily routine of life and work. We also gain an appreciation of how these can essentially amplify our abilities and/or enhance our quality of life and productivity. In teaching we observe the advent of new technologies all around us that can be put to work to "amplify" our teaching effectiveness, thus improving the quality of education. TCK represents an understanding of how technology affects (positively or negatively) the education or training to which it is applied, as well as insight into which technology may be the best choice in delivering given subject matter. (martinai)

  • Technological Content Knowledge (TCK) recognizes the relationship between content and technology. Teachers need to have knowledge of which technologies would be best used in particular subjects. (awitherspoon)

  • TCK technology and content influence and restrict each other. As teachers we need to know the content but also realize the changes to content when technology
    is applied. (agraziana)

  • TCK does recognize the relationship between content and technology but it is also the teachers responsibility to be aware of how to use the given technology and how it may change the content of the material taught. The teacher should also explain to students why and how the technology they are using was chosen to enhance their learning experience. I believe that a student should be fully involved in the learning process (kfinkenbine)

Technological Pedagogical Knowledge

  • Technological Pedagogical Knowledge is knowing how to use today’s technology to help in every day classroom tasks. Teachers need to know that not all technology is helpful for all things. Certain pieces of technology are better suited for specific tasks. (aantioch)

  • Technological pedagogical knowledge also requires an intimate understanding of a students' knowledge and experience with the technology. An instructor can be well-versed in a particular technology and how to use it appropriate in a lesson. However, if the students are unfamiliar with the technology, it can hinder their ability to learn the content in question. If a student has not had the opportunity to work with the technology in the past, then they may be caught up in the mechanics of how the vehicle for instruction works rather than comprehending the lesson at hand. As an example, I remember being expected to create Excel formulas and spreadsheets in high school when Word 95 was new. Most of the class had never even touched Microsoft Office before, so there was enough trouble just learning how to use the software, let alone how to pursue the assignments themselves successfully. (cparkins)

  • The previous point is an interesting one since we may at first be inclined to think in terms of the specific affordances and/or constraints of a given technology during planning, while at the same time lending less than adequate consideration to the preparedness of learners to make it a meaningful part of their learning experience. We can see where a balance is required in not simply looking beyond the perceived limitations - functional fixedness - of a technology when seeking creative ways to re-purpose it for the classroom. We must also be discerning of the possible developmental limitations of the learner to fully participate in the planned learning experience. (martinai)

  • Technological Pedagogical Knowledge (TPK) requires teachers to consider the strengths and weaknesses of particular technologies when using them to enhance the learning experience. They should consider how technology can be changed to fit the needs of the students. (awitherspoon)

  • Careful consideration of pedagogical skills should be a major component when planning TPCK lessons. To effectively promote TPCK in schools, students need equal access to information and communication technology (ICT). Teachers should remain mindful of students whose families might not be financial able to have various types of technology in their personal homes. In addition, cultural differences, ethnicity, and native language can not only limit access to and knowledge of technology, but these social divisions can also inhibit students’ literacy skills while engaging with information in the classroom, ultimately negatively affecting their overall academic performance. (Handbook of TPCK for Educators, 2008; kwisser)

  • The following are ways to overcome the inequity of students’ information and communication technology (ICT) access in a classroom setting:
    • Know your students’ backgrounds and be aware of their access to technology outside of school; also consider the unique needs of your student body.
    • Allow afterschool access to school technology for students to use for assignments.
    • Provide a list of public or community places where parents and students can access technology, such as computers, word processors, printers, and Internet.
    • Design and present quality technology interactions that help develop students’ project-based thinking skills, organization skills, higher order thinking skills, and exploration of personal interests.
    • Considering small group activities where students can learn from each other or model how specific technologies can be used. Provide additional technology instruction prior to incorporating technology into subject matter activities where appropriate.
    • Be consciously aware of cultural backgrounds presented through the use of technology. Be sure to include software that appropriately addresses and represents your student population without biases. (Handbook of TPCK for Educators, 2008; kwisser)

  • In summary, technology must been used to effectively promote the achievement of all students, not for creating the haves and the have-nots. Equity for ICT continues to be a concern for students, parents, and teachers. Recognizing ICT’s impact on student progress can better help teachers plan for TPCK success in their classrooms. (kwisser)


Examples of TPACK

  • The introduction of new technologies, such as the computer and the Internet, have made the world a much smaller place. Students now have the ability to easily communicate with people across the country and all over the world. Because students are now global citizens, there is a need to change the pedagogy and content that is taught in the classrooms. Students need to acquire different knowledge and skills than previous generations needed. For example, empathy is a skill that is essential to being a global citizen. Technology has required that students have empathy and technology can be used to teach students what empathy is. TPACK is a way to tackle this problem. By looking at the intersection of technology, pedagogy, and content knowledge, lessons can be created that introduce students to these new ideas.

  • An example of TPACK being used to teach empathy can be done through the use of Twitter. Students can follow specific hashtags from all over the world to learn how other people view certain events in world history. For example, when teaching current events like the protests in Libya, students can immerse themselves in the world's opinion instead of simply reading American textbooks where the events have yet to be documented or American news outlets (television, websites, newspapers) where articles are from an American point of view. Students begin to learn that not all countries view world history through the same lens. (cstamm)

  • In my last class I created a lesson for first graders to help them with punctuation and capital letters. I began with a short PowerPoint presentation. Then each student was given a laptop and signed into BrainPop Jr. They watched videos on types of sentences and punctuation. They were able to play a game, draw a bumper sticker, take a quiz, read a short comic, or write after the videos. The activities on the website had them put correct punctuations at the end of sentences and asked them to correct sentences with missing capitalization. (sbaldwin)

  • In Spanish One students learn to describe people and things. They also learn how to identify and talk about their family members in the target language. I designed a unit for Spanish One where the students combine descriptions (their knowledge of nouns, adjectives, and gender/number agreeement) with vocabulary for identifying family members to create a digital video of their family using Windows Movie Maker and narrated using Audacity. (ccluesma)

  • In EDT 510 I had to create a TPACK unit. I created a science lesson for a student that I tutor. He has trouble reading, taking notes, spelling, and any sort of writing. He also has a hard time focusing if the lesson is not interesting to him. The first science lesson I created focused on the landforms found on the ocean floor. In his regular classroom, the teacher would have the students popcorn read the section in the book and then he would have to do a guided reading worksheet. This was a struggle for him because he is more of a visual learner. I taught my lesson prior to the lesson taught by the regular classroom teacher. I presented the material in a Powerpoint presentation, we discussed the content, I showed a video clip from United Streaming by Discovery Ed., and then I allowed him to answer the same questions on the laptop instead of him writing. I also printed out the Powerpoint for him to use as a study tool and notes. I continued to do lessons like that for the rest of the chapter and the student actually scored much higher on the chapter test than he usually did.

  • In 4th grade social studies one of our units is regions of the United States. I like to use google earth for the students to see where the regions are by using something other than a paper map or globe. This also gives the students the opportunity to explore on their own how different these regions are from each other. It provides them with a sense of where the regions are located and how far away they truly are form where they live. During this unit if we are able to find someone who lives in a different region then us, we try to use skype to talk to this person in person to ask them questions about their region.

  • One example of a TPCK in a Spanish class is a lesson on Spain’s Civil War I developed for a university level class. This class is taught in Spanish, and this lesson had one main objective: to describe and narrate the events that characterize the Spanish Civil War. In other to meet this objective I create a Blog using www.blogger.com and after inviting my students, I posted several historical artifacts examples of the Spanish Civil War, including short documentaries and clips of soup operas transmitted during the civil war I uploaded from YouTube, and propaganda posters from the Spanish Civil War and one famous painting of this period: Guernica by Picasso. Students wrote reactions to the artifacts posted and even posted other similar artifacts they found on their own. They also compared and contrasted Spain’s Civil War artifacts with similar artifacts from the United States’ Civil War. They also used the blog to ask questions and make comments (fsalemassi).

  • An example of TPACK I used with sixth grade students is a Latin America project. Students independently researched a Latin American country then created a PowerPoint presentation to present to the class. (AWitherspoon)

TPCK's Standards

  • Did you know that technology has it's own standards? The ISTE (Internations Society for Technology in Education) has these standards listed for students, teachers, administrators, coaches and computer science educators.

  • When we are creating a TPCK, we not only have to list the common core standards (applicable in the state of Michigan) but also technological content standards. The ISTE is an association designed for educators and education leaders who are interested in increasing the learning and teaching of technology. The link to the website is: http://www.iste.org/standards/

  • These standards are used globally. The ISTE is not only beneficial to align technology standards within our lessons but also offers support and resource for those interested in incorporating technology into daily teaching. (Sandra Parker)

ISTE Video on TPACK

  • The link below is a video presented at the ISTE conference in 2010. Punya Mishra and Matthew Koehler narrate this video which not only fully describes what TPACK is, but also explains the importance and benefits of integrating technology into teaching lessons. The video is long (15 minutes) but worth viewing.
http://mkoehler.educ.msu.edu/blog/2010/07/02/iste-tpack-video-%e2%80%93-all-the-tpack-2x-the-commercial-interruptions/

Sandra Parker

Challenges in Teaching with Technology

  • Functional Fixedness - a cognitive bias that limits a person to using an object/technology only in the way it is traditionally used. Most technology is developed for use in areas other than teaching, requiring teachers to "re-purpose" them for the classroom.
  • Inadequate teacher experience or training in use of digital technologies.
  • Disparate student abilities, exposure, and comfort levels related to the use of electronic and web based technologies.
  • Technology is unstable and ever changing.
  • Availability of technology hardware such as computers, tablets, and hand-held devices as well as funding for such items and applications.
  • Very little time to spend on integrating the technology into the curriculum. (lengle)